Electronic transport properties have been used to classify and characterize materials and describe their functionality. Recent surge in computational power has enabled computational modelling and accelerated theoretical studies to complement and accelerate experimental discovery of novel materials. This work looks at methods for theoretical calculations of electronic transport properties and addresses the limitations of a common approximation in the calculation of these properties, namely, the constant relaxation time approximation (CRTA). This work takes a look at the limitations of this approximation and introduces energy and temperature dependent relaxation times. This study is carried out on models and real systems and compared with experiments.

Ensemble performances program book from the 2021-2022 school year at the University of North Texas College of Music.

This narrative inquiry study sought the voices of bilingual teachers through their lived experiences in relation to the success of Hispanic emergent bilinguals in schools. Two research questions guided the study: (1) What practices do bilingual educators consider important in helping Hispanic emergent bilingual students succeed in schools? and (2) How do bilingual teachers negotiate the curriculum and school structures to support Hispanic bilingual students' success in their classrooms? Two theoretical frameworks were used. Constructivism provided the structure for honoring the lived experiences of these teachers and culturally relevant pedagogy provided the lenses of culture, funds of knowledge, and deep sociolinguistic awareness. The use of narrative inquiry as a methodology affirmed the bilingual teachers' voices as important and authoritative sources of knowledge. Semi-structured interviews and classroom observations allowed the participants to engage as storytellers about their history and experiences that contributed to answering the questions. Three resonant reverberations emerged from the analysis: (a) the emerging rhythms of the classroom; (b) the realms of instructional and learning design; and (c) the orientation towards a culturally relevant pedagogy. These major findings revealed that teachers were student-oriented while also being content-oriented. They designed a positive learning environment by tapping into their students' funds …